Employer Recommendation Letter Sample for Nursing School - Excel

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					                                            Program Level Outcome Assessment Report Instructions
                                                                  Applicable to the 2007/2008 Academic Year
                                                                         Version 2.0 edited: 9/10/2007
 Note: Because major changes have been made to the Program Level Outcome Assessment Report Template in 2007,
    we have highlighted major changes in the template instructions in yellow. We still recommend reading the full
        instructions, but expect this will better ensure that the new facets of the template are not overlooked.

Introduction
     The intent of this spreadsheet is to provide a means for each program to present the results of their assessment processes in a systematic fashion that is comparable to
     the reports of all other programs on campus.
     It is anticipated that the first use of this spreadsheet will be somewhat time consuming but that subsequent uses will involve a minimum of effort to accomplish the
     assessment. Please request assistance from the Assistant Provost for Academic Affairs in the Office of Academic Affairs if you have questions or require assistance in
     understanding these tables.
     It is assumed that there are within your program sufficient spreadsheet skills to edit the required tables. If you have trouble with any part of the spreadsheets please
     contact the Assistant Provost's office for assistance.

     To aid you in filling out this table, comments have been scattered throughout the spreadsheets. You can get rid of these by right clicking on the cell the comment is
     attached to then either hiding or deleting the comment. Note: unless you change your settings to print comments, they will not print with the rest of the document.

     The edited version of this spreadsheet for each program is to be submitted to the Assistant Provost by June 15th of each year. It is important to submit these materials
     on time so that the summer Assessment Peer Review Committee can complete its review of the institution's assessment progress in a timely manner.

                                                            Instructions                                                                    Editing Frequency

                                                Sheet tab: Mission & Context

                                                Table 1: Program Mission & Context

           Program Mission & Context
           Edit the information in the upper left hand corner identifying the program being reported on and the
           assessment coordinator (or faculty member responsible for the program's assessment). This information will
           automatically fill in on the other tabs of the report.
                                                                                                                                  When the mission or values of the program
           Enter the mission for your program. You can also list values for the program that are not related to measurable
                                                                                                                                change. Review this tab each year to determine
           student learning outcomes.
                                                                                                                               whether the mission and values are still accurate.

           If you would like to provide context to the peer review evaluators about your program or your assessment
           process (i.e. the program is new, or the program had fewer faculty than usual in the current academic year.)        Review this tab each year to determine whether
           This is an optional cell, which serves as a location for comments not related directly to the assessment of              the context narrative is still accurate.
           student learning outcomes.
                                                                                                                               Review this tab each year to determine whether
           Outcomes should be published in a student-friendly, accessible location, such as your catalog copy or program
                                                                                                                                the location of the published outcomes is still
           website. Note where your outcomes are located here.
                                                                                                                                                   accurate.




     Submitted Month/Day/Year                                     3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls                                                       Instructions
                                            Program Level Outcome Assessment Report Instructions
                                                                   Applicable to the 2007/2008 Academic Year
                                                                          Version 2.0 edited: 9/10/2007
 Note: Because major changes have been made to the Program Level Outcome Assessment Report Template in 2007,
    we have highlighted major changes in the template instructions in yellow. We still recommend reading the full
        instructions, but expect this will better ensure that the new facets of the template are not overlooked.

Introduction
     The intent of this spreadsheet is to provide a means for each program to present the results of their assessment processes in a systematic fashion that is comparable to
     the reports of all other programs on campus.
     It is anticipated that the first use of this spreadsheet will be somewhat time consuming but that subsequent uses will involve a minimum of effort to accomplish the
     assessment. Please request assistance from the Assistant Provost for Academic Affairs in the Office of Academic Affairs if you have questions or require assistance in
     understanding these tables.
     It is assumed that there are within your program sufficient spreadsheet skills to edit the required tables. If you have trouble with any part of the spreadsheets please
     contact the Assistant Provost's office for assistance.

     To aid you in filling out this table, comments have been scattered throughout the spreadsheets. You can get rid of these by right clicking on the cell the comment is
     attached to then either hiding or deleting the comment. Note: unless you change your settings to print comments, they will not print with the rest of the document.

     The edited version of this spreadsheet for each program is to be submitted to the Assistant Provost by June 15th of each year. It is important to submit these materials
     on time so that the summer Assessment Peer Review Committee can complete its review of the institution's assessment progress in a timely manner.

                                                         Instructions                                                                       Editing Frequency
                                                Sheet tab: Outcomes Results

                                            Table 2: Assessment of Program Outcomes

           Published Program Outcomes:
           Edit this part of the table to match the program outcomes that you have currently listed in your program's
                                                                                                                               Edit when program outcomes in the assessment
           assessment plan. The plan and report should be updated whenever there are changes made to the outcomes
                                                                                                                               plan change. This should be done only with input
           or measures.
                                                                                                                                            from program faculty.
           You will probably need to add and delete rows here.
           Outcome Measures:
           Edit this part of the table to match the assessment measures that you have currently listed in your program's
                                                                                                                                   Edit when you add or delete assessment
           assessment plan. The plan and report should be updated whenever there are changes made to the outcomes
                                                                                                                               measures in your assessment plan. This should
           or measures.
                                                                                                                               be done only with input from the program faculty.
           You will probably need to add and delete columns here.
           Grade:
           This is the "grade" that your assessment measure would indicate for performance relative to the associated
           outcome. In some cases, this grade can be determined by some computational procedure that compares the
                                                                                                                                 Edit these EVERY YEAR. This is what your
           results of the assessment to some expected performance value. In many cases, this will be a judgment call by
                                                                                                                                 measures are telling you about performance.
           the program faculty based on what they are seeing in the data and/or experience that came out of the
           application of the indicated assessment process.
           The grades enter into the spreadsheet should meet the standard listed as follows:
           A = Honor grade; indicates comprehensive mastery of the outcome. Performance is exemplary. There is no
           way to improve performance on this outcome.
           B = Indicates a high level of performance in meeting the outcome. Performance is more than acceptable but is
           not exemplary.
           C = Indicates a satisfactory level of performance in meeting the outcome. Performance relative to this
           outcome meets minimum standards.
           D = Indicates that some level of performance has been achieved but that the level achieved is not acceptable.
           F = Indicates failure to achieve this outcome in any reasonable sense.
           NG = No Grade. The assessment measures are not used to measure the associated outcome.

           Plus and Minuses may be added to the grades to indicate degrees of accomplishment. Note: The high end of
           the grade table is an A, and the low end is an F. (There is no A+ or F-.)

           NOTE: A grade MUST be assigned to each cell or an error will result. All grades are upper case and
           without spaces before, within, or after.

           Be sure to leave grades as NG if a tool does not apply to a measure. This keeps the cell from factoring
           into the averages.
           For each grade, you should list the sample size ("n") of the results listed. For instance, if 20 student
           presentations were evaluated to determine a grade of B, the sample size would be 20.




     Submitted Month/Day/Year                                      3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls                                                      Instructions
                                            Program Level Outcome Assessment Report Instructions
                                                                   Applicable to the 2007/2008 Academic Year
                                                                          Version 2.0 edited: 9/10/2007
 Note: Because major changes have been made to the Program Level Outcome Assessment Report Template in 2007,
    we have highlighted major changes in the template instructions in yellow. We still recommend reading the full
        instructions, but expect this will better ensure that the new facets of the template are not overlooked.

Introduction
     The intent of this spreadsheet is to provide a means for each program to present the results of their assessment processes in a systematic fashion that is comparable to
     the reports of all other programs on campus.
     It is anticipated that the first use of this spreadsheet will be somewhat time consuming but that subsequent uses will involve a minimum of effort to accomplish the
     assessment. Please request assistance from the Assistant Provost for Academic Affairs in the Office of Academic Affairs if you have questions or require assistance in
     understanding these tables.
     It is assumed that there are within your program sufficient spreadsheet skills to edit the required tables. If you have trouble with any part of the spreadsheets please
     contact the Assistant Provost's office for assistance.

     To aid you in filling out this table, comments have been scattered throughout the spreadsheets. You can get rid of these by right clicking on the cell the comment is
     attached to then either hiding or deleting the comment. Note: unless you change your settings to print comments, they will not print with the rest of the document.

     The edited version of this spreadsheet for each program is to be submitted to the Assistant Provost by June 15th of each year. It is important to submit these materials
     on time so that the summer Assessment Peer Review Committee can complete its review of the institution's assessment progress in a timely manner.

                                                            Instructions                                                                    Editing Frequency
           Values:
           The values entered here correspond to the grades entered on the line above. The scale is a 4.0 scale. The
           associated values are: A = 4.0, B = 3.0, C = 2.0, D = 1.0, F = 0.0. A PLUS adds 0.3 to the grade value. A
                                                                                                                              These are automatically computed values. There
           MINUS subtracts 0.3 from the grade value.
                                                                                                                                            is no need to edit.
           The scale is from A to F, with no value for A+ or F-.

           If you measure your outcomes in a way that makes it easier to enter values manually (such as performance on
           a qualifying professional exam), please be sure to update the letter grades that correspond to the entered
           values.

           Weights:
           It is recognized that not all measures are as significant as others when evaluating performance. The "weights"
           allow you to give different weight to each measure.

           In general, a "1" should be used for any measure that is a strong indication of performance on a particular
           outcome. A "0.5" weight should be used for measures that are indirect (such as surveys), have a low return
           rate, or are anecdotal in nature.
                                                                                                                              This should not change unless your assessment
           For example, if your assessment measure did not return good results for reasons such as low return, it did not     measures change or there is a change in opinion
           measure accurately for some reason, or any other reason that makes the results suspect or of lesser value,         of the program faculty concerning the applicability
           you should enter a 0.5 for that measurement.                                                                                        of the measure.

           If you have a high degree of confidence in the correlation between the results of the assessment and the
           associated outcome then enter a 1.0.

           Be sure to leave weights as NG if a tool does not apply to a measure. This keeps the cell from factoring into
           the averages.

           Current Year Results:
           These cells contain the weighted average of all the measure results for a given outcome. Particularly verify        These are automatically computed values. There
           that all measures are accounted for if you added to the list of measures. These weighted averages will be          is no need to edit unless columns were added that
           mapped to the university outcomes and matched with similar results from other programs.                                    do not appear in final computation.
           5 Year Trend Data:
           It is important to follow trends, particularly when working with the imprecise data of assessment. This part of
                                                                                                                                Edit EVERY YEAR, including the data from the
           the table should go back up to five years if you have such data available. You will need to enter these data
                                                                                                                                            prior assessments.
           from previous years; the cells do not automatically fill in previous years.

                                               Sheet Tab: Outcomes Analysis

                                        Table 3: Analysis of Outcome Assessment Results
           The purpose of this table is to provide analysis on the meaning of the results listed in Table 2. Outcomes and
           results will automatically fill in from Table 2.
                                                                                                                                Edit EVERY YEAR. This section interprets the
                                                                                                                                           current year's results.
           Your analysis should interpret the results, and discuss the significance of the program. What do the results
           really mean? Analysis should not focus on the tools or outcomes themselves.

           As an alternate, a word processing document can be provided (electronically) that accomplishes the same
           purpose. This table gives the program's interpretation of the results and explains the significance of the
           results. If a word processing document is used, please provide it in a format compatible with MS Word, and
           include all the aspects of the table (i.e. Outcome, Result, and Explanation of the Results).


     Submitted Month/Day/Year                                      3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls                                                      Instructions
                                            Program Level Outcome Assessment Report Instructions
                                                                  Applicable to the 2007/2008 Academic Year
                                                                         Version 2.0 edited: 9/10/2007
 Note: Because major changes have been made to the Program Level Outcome Assessment Report Template in 2007,
    we have highlighted major changes in the template instructions in yellow. We still recommend reading the full
        instructions, but expect this will better ensure that the new facets of the template are not overlooked.

Introduction
     The intent of this spreadsheet is to provide a means for each program to present the results of their assessment processes in a systematic fashion that is comparable to
     the reports of all other programs on campus.
     It is anticipated that the first use of this spreadsheet will be somewhat time consuming but that subsequent uses will involve a minimum of effort to accomplish the
     assessment. Please request assistance from the Assistant Provost for Academic Affairs in the Office of Academic Affairs if you have questions or require assistance in
     understanding these tables.
     It is assumed that there are within your program sufficient spreadsheet skills to edit the required tables. If you have trouble with any part of the spreadsheets please
     contact the Assistant Provost's office for assistance.

     To aid you in filling out this table, comments have been scattered throughout the spreadsheets. You can get rid of these by right clicking on the cell the comment is
     attached to then either hiding or deleting the comment. Note: unless you change your settings to print comments, they will not print with the rest of the document.

     The edited version of this spreadsheet for each program is to be submitted to the Assistant Provost by June 15th of each year. It is important to submit these materials
     on time so that the summer Assessment Peer Review Committee can complete its review of the institution's assessment progress in a timely manner.

                                                            Instructions                                                                    Editing Frequency

                                      Sheet Tab: Current Year Recommendations

                            Table 4: Program Improvement Recommendations Based on Assessment
           This table is a critical part of the improvement process. After discussing the results of your assessments with
           your constituent groups, it is time to recommend improvements to the program. Recommendations need to be
           recorded and tracked.                                                                                                            Update EVERY YEAR.
           Record all improvement recommendations based on the current year's assessment. Identify the outcomes that
           the improvement recommendation is intended to enhance. Some rationale for the proposed action is
           suggested to tie the recommendation to the issues discussed in Table 3.

           Responding to popular demand, there are now two recommendation tables on this tab. The first table should
           reflect recommendations for program improvement, rather than for the assessment process. Examples of
           program improvement recommendations include adding tutors or course lab time to improve weak
           performance on a particular outcome.

           The second table can be used to make recommendations that are not programmatic, but are solely focused on
           the program assessment process. Examples of assessment process recommendations include changing an
           outcome, or adding a direct measure (such as performance on a course presentation) because of low
           response rate for existing surveys.

           State the resource implications associated with each suggestion. For instance, if you are adding tutors for
           students struggling with a given outcome, will a course fee be added to offset the cost?

           Also include all prior year recommendations that have not been previously completed. For clarity, it is good to
           note that these recommendations carry over from previous years.


                                     Sheet Tab: Previous Year Recommendations

                            Table 5: Program Improvement Recommendations Based on Assessment
           Record all improvement recommendations made in the previous year's assessment report. Note the action
           taken to address each of these recommendations. Describe the effect of these actions, if there has been                          Update EVERY YEAR.
           sufficient time to demonstrate results.
           Like the Current Year Recommendations tab, there are two recommendation tables on this tab. The first table
           should reflect previous year recommendations for program improvement, rather than for the assessment
           process. Examples of program improvement recommendations include adding tutors or course lab time to
           improve weak performance on a particular outcome.

           The second table can be used to show previous year recommendations that are not programmatic, but are
           solely focused on the program assessment process. Examples of assessment process recommendations
           include changing an outcome, or adding a direct measure (such as performance on a course presentation)
           because of low response rate for existing survey tools.




     Submitted Month/Day/Year                                     3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls                                                       Instructions
Program Outcomes Assessment
               Program    Associate Applied Science Nursing
            Department    School Of Nursing
         College/School   College of Health and Social Welfare
         Academic Year    2007-2008

 Assessment Coordinator Dr. Carol Coose
                                                                             TABLE 1
                                                                   PROGRAM MISSION AND CONTEXT
                                                                         Program Mission

We, the faculty, believe the Associate Degree in Nursing is the basic education necessary for registered nurses. This education
prepares nurses to function in a variety of acute and long-term health care settings. The mission of the AAS Nursing Program at
UAA is to prepare individuals for Registered Nurse practice in structured care settings, including hospitals, long term care
facilities, clinics and offices. Furthermore, the AAS Nursing Program at UAA builds on the scientific foundations of nursing
knowledge, while incorporating knowledge of biological and social sciences, and the humanities, thus providing the basis for
graduates to advance their education longitudinally and laterally. We also believe the AAS Nursing Program at UAA has the
ability to respond to community needs for the delivery of nursing education, given appropriate resources. The UAA AAS nursing
curriculum incorporates and reflects current nursing practice.
                                                                 Program Context and General Comments


The University of Alaska Anchorage (UAA), School of Nursing (SON), AAS Nursing Program has been accredited by the National
League for Nursing Accrediting Commission (NLNAC) since 1976 and thus the program endeavors to meet all NLNAC standards
for nursing program evaluation. Therefore, the AAS Nursing Program has developed a systematic program evaluation plan
based specifically on the standards and criteria with interpretive guidelines for nursing education programs as published by the
NLNAC (2003-2006 editions). This evaluation plan is designed to meet the criteria for all the elements of nursing program
evaluation as defined by NLNAC (2003-2006 editions, p. 17) and which are also presented in the UAA Educational Effectiveness
Plan for the AAS Nursing Program for FY 2008.
                                                                    Location of Published Outcomes

The Associate of Applied Science Nursing Program expected Outcomes for Graduates are published in the UAA School of
Nursing Undergraduate Student Handbook (p. 24 of the 2007-2008 edition). The SON Undergraduate Student Handbook is
available on the UAA SON Website at http://nursing.uaa.alaska.edu and can also be purchased in the UAA Bookstore. The
Handbook is revised and updated annually, during the summer, with updated versions available in late August or early
September. Beginning in August 2008, the AAS Nursing Program will have a Student Handbook specific to the program and
separate from the other undergraduate nursing program.



  Submitted 6-16-08                                              3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls         Mission & Context
Program Outcomes Assessment
       Program                                    Associate Applied Science Nursing
     Department                                   School Of Nursing
    College/School                                College of Health and Social Welfare
    Academic Year                                 2007-2008
Assessment Coordinator                            Dr. Carol Coose
                                                                                                       TABLE 2
                                                                                         PROGRAM OUTCOMES ASSESSMENT RESULTS
                                                                                                                                                                                                                     Current
                                                                                                                                                                     Measures                                                                       5 Year Trend Data
                                                                                                                                                                                                                      Year




                                                                                                                                                                                        Comprehensive Exam
                                                                                                          Achievement Profile:




                                                                                                                                                                                                                     Weighted Average
                                                                                                            Comprehensive




                                                                                                                                                                      Employer Survey



                                                                                                                                                                                          NCLEX-RN Pass
                                                                                                                                 Graduate Survey
                                                                                                           Sample size for




                                                                                                                                                   Sample size for




                                                                                                                                                                                          Sample size for




                                                                                                                                                                                          Sample size for




                                                                                                                                                                                          Sample size for




                                                                                                                                                                                                                      automatically)
                                                                                                                                                                                                                        (Calculates


                                                                                                                                                                                                                                        2003/2004

                                                                                                                                                                                                                                                      2004/2005

                                                                                                                                                                                                                                                                  2005/2006

                                                                                                                                                                                                                                                                              2006/2007

                                                                                                                                                                                                                                                                                           2007/2008
                                                                                                               measure




                                                                                                                                                     measure




                                                                                                                                                                                             measure




                                                                                                                                                                                             measure




                                                                                                                                                                                             measure
                                                                                                                                                                                             RN-CAT
                                                                                                                                                                                               Rate
       Published ProgramObjectives/Outcomes




                                                  Communication: Effectively communicate with Grade C+                             B                                    A                    NG          NG               B-                           B           B           B          B-
                                                    health team members, patients and their
                                              1   families in diverse settings. Meet patient and Value 2.30            74        3.00                 15             4.00               19          0           0       2.90                           3           3          3.1         2.9
                                                   family health education needs. Collaborate
                                                     with members of the healthcare team.        Weight 1.00                     0.50                                0.50                    NG          NG

                                                  Critical Thinking: Utilize theoretical principles Grade C+                       B                                  B+                     NG          NG               B-                          B+           B           B          B-
                                                  and critical thinking skills to solve problems Value 2.30                      3.00                                3.30                                               2.73                          3.3          3           3          2.73
                                              2    encountered in nursing practice. Assume                             74                             15                                12          0           0
                                                      responsibility for life-long learning and
                                                       professional development in nursing.         Weight 1.00                  0.50                                0.50                    NG          NG

                                                  Nursing Intervention: Use nursing process to Grade   C                           B                                  B+                     C+          B+               B-                           B          B+           B          B-
                                                    assess, diagnose, plan, implement and
                                                   evaluate care of patients. Provide quality
                                                                                               Value 2.00                        3.00                                3.30                    2.30        3.30           2.92                          3.12 3.33                3          2.92
                                              3        nursing care. Prioritize nursing care.                          74                             15                                19          77          74
                                                  Coordinate care of small groups of patients.
                                                  Utilize teaching and learning to meet health
                                                                education needs.               Weight NG                         0.50                                0.50                    1.00        1.00

                                                  Blank and shaded = Does not measure this published outcome.
                                                  Weights: 0.5 = Measure gives anecdotal or indirect indication of published outcome, or has a limited sample size.
                                                              1 = Measure provides direct, reliable information on the published outcome.




  Submitted 6-16-08                                                                         3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls                                                                                                                              Outc Results
Program Outcomes Assessment Discussion
      Program    Associate Applied Science Nursing
   Department    School Of Nursing
College/School   College of Health and Social Welfare
Academic Year    2007-2008
  Assessment
   Coordinator   Dr. Carol Coose
                                                                                                 TABLE 3
                                                                             ANALYSIS OF OUTCOME ASSESSMENT RESULTS
                 Note: Alternatively, an electronic word-processing document compatible with MS Word may be substituted for this table.
                                 Outcome                   Result                                                        Explanation of the Results

                 Communication: Effectively                        Communication Skills of graduating students are evaluated using standardized exam scores on the RN-Comprehensive Achievement Profile for
                 communicate with health team                      Therapeutic Communication and by mean scores for communication skills on the graduate and employer surveys. Grades are calculated using
                 members, patients and their families in           the following criteria: Standardized Exam: RN-CAP Therapeutic Communication- Communication score- A= >75, B=72-75, C=68-71 and
1                                                          B-
                 diverse settings. Meet patient and family         Communication Skills mean scores on surveys (scale 1-4): A= >3.5, B= 3.0-3.5, C= 2.5-2.9. Trended data for the last 3 years has been relatively
                 health education needs. Collaborate               consistent with a slight drop noted this year in overall score (B to B-). This drop indicates a need to continue to carefully examine this outcome
                 with members of the healthcare team.              measure examining for a possible decreasing trend.
                 Critical Thinking: Utilize theoretical            Critical Thinking skills of graduating students are evaluated using standardized exam scores on the RN-Comprehensive Achievement Profile for
                 principles and critical thinking skills to        Therapeutic Communication and by mean scores for critical thinking skills on the graduate and employer surveys. Grades are calculated using
                 solve problems encountered in nursing             the following criteria: Standardized Exam: RN-CAP Therapeutic Communication- Critical Thinking mean score- A= >75, B=72-75, C=68-71 and
2                                                             B-
                 practice. Assume responsibility for life-         Critical Thinking skills mean scores from grad and employer surveys (scale 1-4): A= >3.5, B= 3.0-3.5, C= 2.5-2.9. Trended data for the last 3
                 long learning and professional                    years has been relatively consistent with a slight drop this year in overall score (B to B-). This drop indicates a need to continue to carefully
                 development in nursing.                           examine these outcome measrues in case the decrease becomes a trend.
                 Nursing Intervention: Use nursing
                                                                   Nursing Intervention skills of graduating students are evaluated using standardized exam scores on the RN-Computer Active Test (RN-CAT)
                 process to assess, diagnose, plan,
                                                                   Comprehensive Nursing exam, NCLEX-RN pass rates, and by mean scores for therapeutic nursing intervention on the graduate and employer
                 implement and evaluate care of
                                                                   surveys. Grades are calculated using the following criteria: Standardized Exam-RN -CAT Composite score- A= >72, B=67-71, C=62-66, NCLEX-
                 patients. Provide quality nursing care.
3                                                             B-   RN Pass Rate- A 95-100%, B 90-94%, C 85-89%, D 80-84%, and Therapeutic Nursing Intervention mean scores on graduate and employer
                 Prioritize nursing care. Coordinate care
                                                                   surveys (scale 1-4): A= >3.5, B= 3.0-3.5, C= 2.5-2.9. Trended data for the last 3 years has been relatively consistent with a current slight drop in
                 of small groups of patients. Utilize
                                                                   overall score (B to B-). This drop indicates a need to continue to carefully examine outcome measures to determine if decreasing scores is a
                 teaching and learning to meet health
                                                                   trend requiring action.
                 education needs.




    Submitted 6-16-08                                                                3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls                                                                       Outc Analysis
Program Improvement Recommendations Based on Assessment
       Program     Associate Applied Science Nursing
    Department     School Of Nursing
 College/School    College of Health and Social Welfare
 Academic Year     2007-2008
   Assessment
    Coordinator    Dr. Carol Coose


                                                                    TABLE 4
                                  PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: CURRENT YEAR
                                  Recommendation                     Outcome(s)  Rationale for the Recommendation                                           Resource Implications
                                                                                                            Assessment, planning and evaluation         No new implications for
                                                                                                            phases of nursing process have all had      resources--need follow-through
Emphasize and focus teaching on all phases of nursing process, especially assessment and Nursing
                                                                                                            mean scores below the 67% benchmark         in AAS Curriculum and Program
planning phases.                                                                         Intervention
                                                                                                            since 2003, with assessment and             meetings and into nursing
                                                                                                            planning most recently (2007).              courses/classes.
                                                                                                            Physiological integrity scores on the RN-
                                                                                                                                                        No new implications for
                                                                                                            CAT have been below 70% since 2006
                                                                                                                                                        resources--need follow-through
Examine courses and teaching strategies with the goal of enhancing student learning         Nursing         and Safe/Effective care scores dropped
                                                                                                                                                        in AAS Curriculum and Program
regarding safe and effective care and physiological integrity of patients.                  Intervention    below 70% in 2007 and remain there.
                                                                                                                                                        meetings and into nursing
                                                                                                            Appears to be a trend of lower scores in
                                                                                                                                                        courses/classes.
                                                                                                            these areas.



                                                                 TABLE 5
                          ASSESSMENT PROCESS IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: CURRENT YEAR

                                   Recommendation                                            Outcome(s)      Rationale for the Recommendation               Resource Implications

                                                                                                            AAS faculty have expressed concerns
                                                                                                                                                        Review and selection of
                                                                                            All, but        regarding the results obtained from the
                                                                                                                                                        appropriate standardized testing
                                                                                            especially:     RN-CAT and the Therepeutic
Examine and select standardized exams to better meet the assessment needs of the AAS                                                                    requires faculty time and effort
                                                                                            Communication   Communication Exams. It is thought that
program.                                                                                                                                                and the cost of testing students
                                                                                            and Critical    there may be better exams available,
                                                                                                                                                        could also increase, depending
                                                                                            Thinking        with online testing, to measure desired
                                                                                                                                                        on the exams chosen.
                                                                                                            outcomes for AAS students.

Mail out second and third graduate and employer surveys to those who do not return the                      Reponse rate on surveys dropped again Double and even triple mailing to
completed form, with another letter requesting input and asking for survey to be given to   All Outcomes    form May 2006 graduates/employers,     graduates will cost the SON in
employer for response. Keep trying until response rate increases.                                           despite the new, more attractive form. postage and materials.


    Submitted 6-16-08                                                   3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls                                        Current Yr Recommendations
Program Improvement Recommendations Based on Assessment
      Program    Associate Applied Science Nursing
   Department    School Of Nursing
College/School   College of Health and Social Welfare
Academic Year    2007-2008
  Assessment
   Coordinator   Dr. Carol Coose


                                                                   TABLE 6
                                PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: PREVIOUS YEARS

    Year                                  Recommendation                                  Outcome(s)       Rationale for the Recommendation             Resource Implications                  Actions Taken

                                                                                                                                                                                    Emphasis and teaching time
                                                                                                         RN-CAT scores for the planning phase of No new implications for resources- increased in nursing process area
                 Enhance and develop teaching and emphasis on the Planning phase of         Nursing      nursing process were below the           -need follow-through in AAS       of 'planning' with resulting
2005-2006
                 nursing process within the AAS curriculum and courses.                   Intervention   benchmark of 67% for 4 testing groups in Curriculum meetings and into      increase in RN-CAT scores
                                                                                                         2005 & 2006.                             nursing courses/classes.          surpasing benchmark in 2007 &
                                                                                                                                                                                    2008.

                                                                                                                                                                                       Emphasis increased in nursing
                                                                                                         RN-CAT scores for the assessment           No new implications for resources-
                 Enhance and develop teaching and emphasis on the nursing process-                                                                                                     process area of 'assessment' with
                                                                                            Nursing      phase of nursing process were below the    -need follow-through in AAS
2006-2007        assessment phase, within the AAS curriculum and courses. Continue to                                                                                                  increase in RN-CAT scores from
                                                                                          Intervention   benchmark of 67% for 2 testing groups in   Curriculum meetings and into
                 work on the Planning phase                                                                                                                                            63.5 to 68 in May 2008, but was
                                                                                                         2007.                                      nursing courses/classes.
                                                                                                                                                                                       in the 70s (2001-2006).




                                                               TABLE 7
                       ASSESSMENT PROCESS IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: PREVIOUS YEARS

    Year         Recommendation                                                           Outcome(s)       Rationale for the Recommendation             Resource Implications                  Actions Taken

                                                                                                                                                                                   Survey forms were revised and
                                                                                                                                                                                   reprinted in one document that
                                                                                                                                                                                   was in color, attractive and could
                                                                                                                                                Required adminsitrative assistant
                                                                                                                                                                                   be folded for return mailing.
                                                                                                                                                time and effort to update survey
                                                                                                                                                                                   Forms were also numbered to
                 Develop some ways to increase response rate on graduate and employer                    Low response rates make generalization forms and get reprinted in a user-
2005-2006                                                                                 All Outcomes                                                                             allow for tracking & possible
                 surveys.                                                                                of the results questionable.           friendly format. Will require more
                                                                                                                                                                                   second mailing to those not
                                                                                                                                                postage and a second letter if
                                                                                                                                                                                   returning the survey. Response
                                                                                                                                                second attempt is mailed.
                                                                                                                                                                                   rate down from 32% (2004) to
                                                                                                                                                                                   25% (2005) and 13% for 2006
                                                                                                                                                                                   graduates so far.
                                                                                                         NCLEX-RN pass rates were in the 90%
                                                                                                                                                No new implications for resources Monitored annually as rates
                                                                                            Nursing      range for 2001-2003 but dropped to 86%
2005-2006        Continue to closely monitor NCLEX pass rates and trend on pass rates.                                                          as SON is regularly tracking      become known and slight rise in
                                                                                          Intervention   in 2004 & 2006. May be a trend and
                                                                                                                                                NCLEX pass rates..                2007 to > 88%.
                                                                                                         needs to watched.
                                                                                                         NCLEX-RN pass rate must remain at
                                                                                                                                                    No new implications for resources Monitored annually as rates
                                                                                            Nursing      85% or higher to maintain full approval of
2006-2007        Continue to closely monitor NCLEX pass rates and trend on pass rates.                                                              as SON is regularly tracking      become known and slight rise in
                                                                                          Intervention   the Alaska BON. Trended data indicates
                                                                                                                                                    NCLEX pass rates.                 2007 to > 88%.
                                                                                                         a decline.
                                                                                                                                                                                 Recommendation was made to
                                                                                                         Higher response rate would provide more Will cost the SON more money to
                                                                                                                                                                                 try 2nd mailing of surveys, but
2006-2007        Still need to increase response rate ongraduate and employer surveys.    All Outcomes   meaningful data for program assessment increase numbers of mailings or
                                                                                                                                                                                 was not carried out. Thus, no
                                                                                                         and improvement.                        other methods.
                                                                                                                                                                                 action was taken.




      Submitted 6-16-08                                                                  3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls                                                 Previous Yr Recommendations
                           Values by Tool                Year Average
                            Grade Table                   Grade Table
                            0         F                   A         4
                           0.3        F+                 A-        3.7
                           0.7        D-                  B         3
                            1         D                  B-        2.7
                           1.3        D+                 B+        3.3
                           1.7        C-                  C         2
                            2         C                  C-        1.7
                           2.3        C+                 C+        2.3
                           2.7        B-                  D         1
                            3         B                  D-        0.7
                           3.3        B+                 D+        1.3
                           3.7        A-                  F         0
                            4         A                  F+        0.3
                           NG                            NG




Submitted Month/Day/Year     3b66ec58-6fe1-4a94-b120-fc7e932ab6f6.xls    Grade Table

				
DOCUMENT INFO
Description: Employer Recommendation Letter Sample for Nursing School document sample